1. 1 The Added Value of Measuring Growth within an RtI Framework Vicki L. Collins & Janet K. Holt Northern Illinois University

2. Imagine a World that Forgot to Consider Growth...

3. An Unsuspecting Pet Owner Puppy Chap Dog Chap

4. 4 A Disgruntled Child?

5. 5 A Crowded Shoe

6. 6 Focus of this Presentation Chronology of research leading to RtI Key decisions within the RtI model Why consider growth? Illustrate early literacy growth patterns Why does the metric matter?

7. Chronology of Research 198019902000 Deno, 1986 Fuchs & Fuchs, 1998 Fuchs et al., 1993 ISBE, 2009 NASDSE & CASE, 2006 IDEIA, 2004 PCESE, 2002 Good et al., 2001 NCLB, 2001 Deno, 1986 Fuchs & Fuchs, 1998 Fuchs et al., 1993

8. 8 Key RtI Decisions Problem Identification Diagnostic Curriculum Effectiveness Core Supplemental

9. Current Practice 9

10. 10

11. 11 Why Consider Growth? Improve decision-making accuracy Minimize false positives and negatives

12. 12 Our Methods for Studying Growth Participants Measures Procedures Data analysis

13. Early Reading Project Supported by Project REAL Initiated in 2004-2005 Designed to improve reading achievement and data based decision-making in grades k-2 Utilized DIBELS measurement system

14. 14 Participants Project Year Grade KindergartenFirstSecond 1 (2004-2005) 12 2 (2005-2006) 312 3 (2006-2007) 431 4 (2007-2008) 43

15. 15 DIBELS Measures Phoneme Segmentation Fluency (PSF) Identify sounds in spoken language Nonsense Word Fluency (NWF) Map sound to print and blend sounds in words Oral Reading Fluency (ORF) Read connected text fluently

16. 16 Procedures -- Data Collection Grade Time of Year BeginningMiddleEnd KPSF 1PSF 2 NWF 1 1PSF 3 NWF 2 PSF 4 NWF 3 ORF 1 PSF 5 NWF 4 ORF 2 2NWF 5 ORF 3ORF 4ORF 5

17. 17 Procedures -- Scoring Accuracy Training Limited responsibility Double scoring

18. Multilevel Growth Modeling Times of measurement may vary across individuals (time unstructured) Times of measurement may vary across individuals (time unstructured) All data are used (Do not need same # of observations/ person = unbalanced) All data are used (Do not need same # of observations/ person = unbalanced) Can model change over time within- individuals and differences across individuals Can model change over time within- individuals and differences across individuals Can readily incorporate time-varying covariates. Can readily incorporate time-varying covariates.

19. Growth Models Previous studies assume linear growth Used polynomial growth models to determine if curvilinear growth occurred in this sample on 3 fluency measures Tested linear and quadratic models on PSF and NWF Identifies acceleration or deceleration patterns Tested cubic pattern for ORF Identifies phases of growth

20. 20 Early Literacy Growth Patterns Phoneme segmentation fluency -- quadratic Nonsense word fluency -- linear and quadratic Oral reading fluency -- cubic

21. PSF Benchmarks

22. PSF Growth

23. NWF Benchmarks

24. NWF Growth

25. ORF Benchmarks

26. ORF Growth

27. 27 Why does the Metric Matter? Captures the full continuum of possible student outcomes Different conclusions can emerge from use of level, slope, or both metrics

28. Continuum of Possible Outcomes *Dual discrepancy model

29. Study of Dual Classification System with ORF Data Level of performance judged by traditional benchmarking system Adequate growth judged by local norms Those in top 25% - Atypical high growth Those in bottom 25% - Atypical low growth Those in middle 50% - Typical growth

30. Growth by Level Classification Percent of Those Meeting Instructional Recommendations on ORF by Growth Designation for the End of 2 nd Grade Growth Level Atypical LowTypical Atypical HighIR Totals IRBenchmarkf 10354388 % 3.712.915.932.5 Strategicf 7362366 % 2.613.38.524.4 Intensivef 59571117 % 21.821.00.443.2 Growth Totalsf 7612867271 % 28.047.224.7100.0

31. 31 Intensive/Atypical High Growth

32. 32 Strategic/Atypical High Growth

33. 33 Benchmark/Atypical Low Growth

34. Decisions about Intervention Based on Metric

35. Decisions about Core Curricula Based on Metric

36. Recommendations for Improving Evaluations of Core Curricula Determine percent of students... progressing as expected in need of intervention Use existing standards to interpret each outcome (NASDSE & CASE, 2006) Look at both percentages within and across years of schooling

37. Added Value of Considering Growth When considered along with level data, it minimizes false positive and negative errors When considered alone, it Illuminates whether adequate growth is occurring in all students

38. 38 Next Steps Determine if growth patterns are universal Make methods for measuring growth of all students accessible Establish criterion-based growth standards Decipher variability in fluency measures

39. Imagine a World that Remembers to Consider Growth...